COURSE OVERVIEW:
The goal of this course is for students to develop an understanding of education in American society and to begin to analyze educational principles and practices. Students will investigate the complicated work that teachers do and to compare their interests, skills, and aspirations with those of successful educators. Emphasis will be placed on students’ actively synthesizing information and developing their own coherent points of view regarding teaching and learning in American public schools. The course incorporates themes of diversity through an overview of the historical events that have contributed to the current status of schools in the U.S. TEXT: Johnson, James A., et. al. Foundations of American Education(Fourteenth Edition, ISBN 0-205-52469-3)
COURSE OBJECTIVES: · Identify the characteristics of professions and develop arguments for or against declaring teaching a profession. · Outline the professional responsibilities of a teacher as viewed by the public, parents, and professional colleagues. · Identify the basic requirements fro the initial teaching license in the state where you plan to teach, including the types of tests and other assessments. · Understand that student learning is influenced by language, culture, and family and community values. · Identify the challenges that many students face as a result of being at risk because of societal factors, such as poverty, over which they have little or no control. · Understand the role that prejudice and discrimination play in marginalizing many students. · Discuss the importance of diversity, equality, and social justice in delivering high-quality education for all students. · Describe the role that schools play in the education and socialization of today’s children and youth. · Describe the organizational structure of schools, school districts, and the authority relationships among schools, states, and the federal government. · Describe critical issues about the role of public schools fro which the courts are being used to resolve points of debate. · List some of the most important early educators in the world and explain their contributions to education. · Explain why knowledge of the history of education is important to educators and how it might be used to improve education today. · Define accountability for student learning and describe how the No child Left Behind Act is holding schools, school districts, and states accountable for student achievement. · Compare the learning needs of different types of learners and the relative effectiveness of different teaching strategies. · Determine how to use technology to support student learning. · Identify the characteristics of twenty-first-century change and articulate how these change characteristics affect schools, teachers, and students.
RHODE ISLAND BEGINNING TEACHER STANDARDS APPLICABLE TO THIS COURSE OF STUDY: Standard 1. Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live. Standard 4. Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning. Standard 7. Teachers foster collaborative relationships with colleagues and families to support students’ learning. Standard 10. Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals. Standard 11. Teachers maintain professional standards guided by legal and ethical principles.
COURSE ACTIVITIES AND EVALUATION: Attendance, participation, and completion of in-class assignments (10%)
It is the student’s responsibility to keep track of a missed class. Absent students will be expected toemail the instructor before or during missed class for an alternative assignment due the class directly following the absence. Returning from an absence without the alternative assignment will double the lost participation credit for that class and an F will be recorded for any missing/late assignment. More than two absences put the student at risk of a final average drop of 10% at the discretion of the instructor. Note: Please consult Illness due to H1N1 Flu on page 6 of this syllabusJ Reading quizzes/Online Practice Tests (30%)
If a reading quiz is assigned (see course schedule), it must be completed and the results emailed to the instructor before the beginning of class regardless of an absence.
The quizzes are online. Choose the chapter from the list at the top of the main window and then click on the “Practice Test” link on the left. Once you are done, click “submit answers for grading,” and an email link will appearà FIRST ENTER YOUR NAME then send BOTH to francescabedell@cox.net and your own email account.
Context Statement: Learning About the Standards of the Profession, a School, and a Classroom (40%)
Early in the course, we will learn about who is teaching and learning in our public schools. We will use a variety of websites to learn about local school districts. The specific requirements for this assignment will be distributed.
Group Public Policy Project (20%)
You will be required to learn about issues that are currently affecting American education. You will be a member of a “committee” which is charged with the creation of a policy statement that identifies an issue, explains why it requires attention, and recommends a specific course of action. The specific requirements for this assignment will be distributed.
Revisions note: Written assignments must always be edited and revised prior to submission. If you would like, and if time permits, you may again revise your work for a higher grade after an appointment with the instructor to discuss worthwhile revisions and what credit you may receive.
Grade scale:
A (93-100) A- (90-92) B+ (87-89) B (83-86) B- (80-82)
C+ (77-79) C (73-76) C- (70-72) D+ (67-69) D (63-66) D- (60-62)
F (59 or below)
If you have a documented disability that may require individual accommodations, please make an appointment with me prior to the third class meeting. We will discuss how to meet your individual needs to ensure your full participation and fair assessment procedures.
Schedule and Assignments
Date:
Topic:
Assignments Due:
1. 1-26
Introduction to class/ Assignments
None
2. 1-28
Today’s Teachers
Read FAE pp.2-17.
Find online quizzes.
Type a two-paragraph personal introduction about your academic and your non-academic interests.
3. 2-2
“Teaching in a Changing World” Chapter 1
Read FAE pp.17-37.
Ch. 1 Online Practice Test due before class.
4. 2-4
Licensure/Certification
“Diversity in a Society” Chapter 2 Jigsaw
Conduct an Online search re: Teacher Certification or Teacher Licensure for the subject area in a state where you might teach.
Type a step-by-step report re: the Certification/Licensure procedure, in your own words. Cite sources; you can check format at http://www.bibme.org.
5. 2-9
Instruction/rubric for Context Statements: How can we learn about specific R.I. schools? Assignment of community/district/school.
“Diversity in a Society” Chapter 2
Read FAE Chapter 2.
Ch. 2 Online Practice Test due before class.
6. 2-11
Library
Describe your school. Gathering evidence about our community.
“Sociological Perspectives on Students and Families” Chapter 3
Read FAE Chapter 3.
Ch. 3 Online Practice Test due before class.
Search district webpage.
Type a brief description of your assigned school district.
7. 2-16
Library
Context Statement workshop: What do we want to know? To whom are we addressing this report (audience)? Gathering evidence about our district.
“Sociological Perspectives on Students and Families” Chapter 3
Research for Context Statement
Type the community section of your Context Statement.
8. 2-18 Library
Context Statement workshop: Gathering performance data for school.
Type the district section of your Context Statement.
9. 2-23
Library
Performance vs. SALT VisitReport “Multicultural Perspectives in Education” Chapter 4
Read FAE Chapter 4.
Ch. 4 Online Practice Test due before class.
10. 2-25
Overview Chapters 3 and 4
Type the school section.
11. 3-2
Context Statements due (peer review, self review)
Context Statements due
12. 3-4
Final revision/edit Context Statement due
Revised/Final Context Statement due
13. 3-9
Philosophy: “Reflections on the Essence of Education” Chapter 9 Jigsaw
Read FAE Chapter 9.
No Chapter 9 Practice Test J
14. 3-11
“Building Educational Philosophy for a Changing World” Ch. 10
What will be your educational philosophy?
Read FAE Chapter 10- due 3 entries, Habit 4
Ch. 10 Online Practice Test due before class.
Due: email your Context Statement (see 102 Bedell Home Wiki notes)
15. 3-16
“Standards-Based Education and Assessment of Student Learning” Ch. 11*NOTE! CLASS IS IN RM 452 BIO-TECH BUILDING
Read FAE Chapter 11.
Ch. 11 Online Practice Test due before class.
16. 3-18
“Standards-Based Education and Assessment of Student Learning” Ch. 11*NOTE! CLASS IS IN RM 452 BIO-TECH BUILDING
17. 3-30
How do we develop a policy position on one of the issues discussed in this class?*NOTE! CLASS IS IN RM 104 CHAFEE
“Designing Programs for Learners” Ch.12
Read FAE Chapter 12.
Ch. 12 Online Practice Test due before class.
18. 4-1
Introduction/Discussion- Policy Position Committee Assignments
“Organizing and Paying for American Education …” Ch. 5
Read FAE Chapter 5.
Ch. 5 Online Practice Test due before class.
19. 4-6
Library
Work Session: Policy Position Committee Presentation- scholarly articles/key word search
“Legal Perspectives of Educ.” Ch.6
Read FAE Chapter 6.
Ch. 6 Online Practice Test due before class.
20. 4-8
Library
Work Session: Policy Position- ERIC Digest/editorials/essays
Work on Policy Position Presentation.
21. 4-13
Library
Work Session: Policy Position Committee Presentation- reputable websites
Read FAE Chapter 7
Ch. 7 Practice Test due before class. Work on Policy Position.
22. 4-15
Library
Work Session: Policy Position Committee Presentation
Policy Position Presentation- All Committees: Outlines/Works Cited due.
23. 4-20 Library
Policy Committee Presentations
24. 4-22 Library
Policy Committee Presentations
SET survey
Read FAE Chapter 8
Ch.8 PracticeTest due before class.
25. 4-27 Library
Policy Committee Presentations
26. 4-29
Class Review-Reflection-Final Details-Course Feedback forms- Policy Committee Assessments
Illness due to H1N1 Flu
The H1N1 Flu Pandemic may impact classes this semester. If any of us develop flu-like symptoms, we are being advised to stay home until the fever has subsided for 24 hours. So, if you exhibit such symptoms, please do not come to class. Notify me at francescabedell@cox.net of your status, and we will communicate through the medium we have established for the class. Please consult the course syllabus to stay abreast of assignments due. We will work together to ensure that course instruction and work is completed for the semester.
The Centers for Disease Control and Prevention have posted simple methods to avoid transmission of illness. These include: covering your mouth and nose with a tissue (or into your shoulder w. bent elbow) when coughing or sneezing; frequently washing your hands to protect from germs; avoiding touching your eyes, nose and mouth; and staying home when you are sick. For more information, please view www.cdc.gov/flu/protect/habits.htm. URI information on the H1N1 will be posted on the URI website at www.uri.edu/news/H1N1, with links to the
EDC 102: Introduction to American Education
Bedell Spring 2010
School of Education University of Rhode Island
Instructor: Francesca Bedell
Office: Room 612 Chaffee Social Science Center Hours: Tu/Th 12:30-1:30 p.m.Phone: 874-4173
Email: francescabedell@cox.net
Course Time/Location: Tuesday/Thursday 2:00-3:15 p.m./ Room 273 Chafee
COURSE OVERVIEW:
The goal of this course is for students to develop an understanding of education in American society and to begin to analyze educational principles and practices. Students will investigate the complicated work that teachers do and to compare their interests, skills, and aspirations with those of successful educators. Emphasis will be placed on students’ actively synthesizing information and developing their own coherent points of view regarding teaching and learning in American public schools. The course incorporates themes of diversity through an overview of the historical events that have contributed to the current status of schools in the U.S.
TEXT: Johnson, James A., et. al. Foundations of American Education (Fourteenth Edition, ISBN 0-205-52469-3)
COURSE OBJECTIVES:
· Identify the characteristics of professions and develop arguments for or against declaring teaching a profession.
· Outline the professional responsibilities of a teacher as viewed by the public, parents, and professional colleagues.
· Identify the basic requirements fro the initial teaching license in the state where you plan to teach, including the types of tests and other assessments.
· Understand that student learning is influenced by language, culture, and family and community values.
· Identify the challenges that many students face as a result of being at risk because of societal factors, such as poverty, over which they have little or no control.
· Understand the role that prejudice and discrimination play in marginalizing many students.
· Discuss the importance of diversity, equality, and social justice in delivering high-quality education for all students.
· Describe the role that schools play in the education and socialization of today’s children and youth.
· Describe the organizational structure of schools, school districts, and the authority relationships among schools, states, and the federal government.
· Describe critical issues about the role of public schools fro which the courts are being used to resolve points of debate.
· List some of the most important early educators in the world and explain their contributions to education.
· Explain why knowledge of the history of education is important to educators and how it might be used to improve education today.
· Define accountability for student learning and describe how the No child Left Behind Act is holding schools, school districts, and states accountable for student achievement.
· Compare the learning needs of different types of learners and the relative effectiveness of different teaching strategies.
· Determine how to use technology to support student learning.
· Identify the characteristics of twenty-first-century change and articulate how these change characteristics affect schools, teachers, and students.
RHODE ISLAND BEGINNING TEACHER STANDARDS APPLICABLE TO THIS COURSE OF STUDY:
Standard 1. Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.
Standard 4. Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.
Standard 7. Teachers foster collaborative relationships with colleagues and families to support students’ learning.
Standard 10. Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.
Standard 11. Teachers maintain professional standards guided by legal and ethical principles.
COURSE ACTIVITIES AND EVALUATION:
Attendance, participation, and completion of in-class assignments (10%)
It is the student’s responsibility to keep track of a missed class. Absent students will be expected to email the instructor before or during missed class for an alternative assignment due the class directly following the absence. Returning from an absence without the alternative assignment will double the lost participation credit for that class and an F will be recorded for any missing/late assignment. More than two absences put the student at risk of a final average drop of 10% at the discretion of the instructor. Note: Please consult Illness due to H1N1 Flu on page 6 of this syllabusJ
Reading quizzes/Online Practice Tests (30%)
If a reading quiz is assigned (see course schedule), it must be completed and the results emailed to the instructor before the beginning of class regardless of an absence.
The quizzes are online. Choose the chapter from the list at the top of the main window and then click on the “Practice Test” link on the left. Once you are done, click “submit answers for grading,” and an email link will appearà FIRST ENTER YOUR NAME then send BOTH to francescabedell@cox.net and your own email account.
EDC 102 FAQ: Where can I find the online quizzes? http://wps.ablongman.com/ab_johnson_introfound_14
Context Statement: Learning About the Standards of the Profession, a School, and a Classroom (40%)
Early in the course, we will learn about who is teaching and learning in our public schools. We will use a variety of websites to learn about local school districts. The specific requirements for this assignment will be distributed.
Group Public Policy Project (20%)
You will be required to learn about issues that are currently affecting American education. You will be a member of a “committee” which is charged with the creation of a policy statement that identifies an issue, explains why it requires attention, and recommends a specific course of action. The specific requirements for this assignment will be distributed.
Revisions note: Written assignments must always be edited and revised prior to submission. If you would like, and if time permits, you may again revise your work for a higher grade after an appointment with the instructor to discuss worthwhile revisions and what credit you may receive.
Grade scale:
A (93-100) A- (90-92) B+ (87-89) B (83-86) B- (80-82)
C+ (77-79) C (73-76) C- (70-72) D+ (67-69) D (63-66) D- (60-62)
F (59 or below)
If you have a documented disability that may require individual accommodations, please make an appointment with me prior to the third class meeting. We will discuss how to meet your individual needs to ensure your full participation and fair assessment procedures.
Schedule and Assignments
Date:
Topic:
Assignments Due:
1. 1-26
Introduction to class/ Assignments
None
2. 1-28
Today’s Teachers
Read FAE pp.2-17.
Find online quizzes.
Type a two-paragraph personal introduction about your academic and your non-academic interests.
3. 2-2
“Teaching in a Changing World” Chapter 1
Read FAE pp.17-37.
Ch. 1 Online Practice Test due before class.
4. 2-4
Licensure/Certification
“Diversity in a Society” Chapter 2 Jigsaw
Conduct an Online search re: Teacher Certification or Teacher Licensure for the subject area in a state where you might teach.
Type a step-by-step report re: the Certification/Licensure procedure, in your own words. Cite sources; you can check format at http://www.bibme.org.
5. 2-9
Instruction/rubric for Context Statements: How can we learn about specific R.I. schools? Assignment of community/district/school.
“Diversity in a Society” Chapter 2
Read FAE Chapter 2.
Ch. 2 Online Practice Test due before class.
6. 2-11
Library
Describe your school. Gathering evidence about our community.
“Sociological Perspectives on Students and Families” Chapter 3
Read FAE Chapter 3.
Ch. 3 Online Practice Test due before class.
Search district webpage.
Type a brief description of your assigned school district.
7. 2-16
Library
Context Statement workshop: What do we want to know? To whom are we addressing this report (audience)? Gathering evidence about our district.
“Sociological Perspectives on Students and Families” Chapter 3
Research for Context Statement
Type the community section of your Context Statement.
8. 2-18 Library
Context Statement workshop: Gathering performance data for school.
Type the district section of your Context Statement.
9. 2-23
Library
Performance vs. SALT Visit Report “Multicultural Perspectives in Education” Chapter 4
Read FAE Chapter 4.
Ch. 4 Online Practice Test due before class.
10. 2-25
Overview Chapters 3 and 4
Type the school section.
11. 3-2
Context Statements due (peer review, self review)
Context Statements due
12. 3-4
Final revision/edit Context Statement due
Revised/Final Context Statement due
13. 3-9
Philosophy: “Reflections on the Essence of Education” Chapter 9 Jigsaw
Read FAE Chapter 9.
No Chapter 9 Practice Test J
14. 3-11
“Building Educational Philosophy for a Changing World” Ch. 10
What will be your educational philosophy?
Read FAE Chapter 10- due 3 entries, Habit 4
Ch. 10 Online Practice Test due before class.
Due: email your Context Statement (see 102 Bedell Home Wiki notes)
15. 3-16
“Standards-Based Education and Assessment of Student Learning” Ch. 11*NOTE! CLASS IS IN RM 452 BIO-TECH BUILDING
Read FAE Chapter 11.
Ch. 11 Online Practice Test due before class.
16. 3-18
“Standards-Based Education and Assessment of Student Learning” Ch. 11*NOTE! CLASS IS IN RM 452 BIO-TECH BUILDING
17. 3-30
How do we develop a policy position on one of the issues discussed in this class?*NOTE! CLASS IS IN RM 104 CHAFEE
“Designing Programs for Learners” Ch.12
Read FAE Chapter 12.
Ch. 12 Online Practice Test due before class.
18. 4-1
Introduction/Discussion- Policy Position Committee Assignments
“Organizing and Paying for American Education …” Ch. 5
Read FAE Chapter 5.
Ch. 5 Online Practice Test due before class.
19. 4-6
Library
Work Session: Policy Position Committee Presentation- scholarly articles/key word search
“Legal Perspectives of Educ.” Ch.6
Read FAE Chapter 6.
Ch. 6 Online Practice Test due before class.
20. 4-8
Library
Work Session: Policy Position- ERIC Digest/editorials/essays
Work on Policy Position Presentation.
21. 4-13
Library
Work Session: Policy Position Committee Presentation- reputable websites
Read FAE Chapter 7
Ch. 7 Practice Test due before class. Work on Policy Position.
22. 4-15
Library
Work Session: Policy Position Committee Presentation
Policy Position Presentation- All Committees: Outlines/Works Cited due.
23. 4-20 Library
Policy Committee Presentations
24. 4-22 Library
Policy Committee Presentations
SET survey
Read FAE Chapter 8
Ch.8 PracticeTest due before class.
25. 4-27 Library
Policy Committee Presentations
26. 4-29
Class Review-Reflection-Final Details-Course Feedback forms- Policy Committee Assessments
Illness due to H1N1 Flu
The H1N1 Flu Pandemic may impact classes this semester. If any of us develop flu-like symptoms, we are being advised to stay home until the fever has subsided for 24 hours. So, if you exhibit such symptoms, please do not come to class. Notify me at francescabedell@cox.net of your status, and we will communicate through the medium we have established for the class. Please consult the course syllabus to stay abreast of assignments due. We will work together to ensure that course instruction and work is completed for the semester.The Centers for Disease Control and Prevention have posted simple methods to avoid transmission of illness. These include: covering your mouth and nose with a tissue (or into your shoulder w. bent elbow) when coughing or sneezing; frequently washing your hands to protect from germs; avoiding touching your eyes, nose and mouth; and staying home when you are sick. For more information, please view www.cdc.gov/flu/protect/habits.htm. URI information on the H1N1 will be posted on the URI website at www.uri.edu/news/H1N1, with links to the